Session 9, Part A:

Models for the Multiplication and Division of Fractions

(45 minutes)

In the past, you may have learned particular algorithms for the multiplication and division of fractions. We are now going to use some of the visual models we've employed earlier in this course to better understand what is actually happening when we perform these operations. Note 2 First we'll use an area model -- one that superimposes squares that are partitioned into the appropriate number of regions, and shaded as needed -- to clarify what happens when you multiply fractions. For example, here's how we would use the area model to demonstrate the problem 3/8 2/3: Shade one square, partitioned vertically, to represent 3/8 (shown below in pink): Shade another square, partitioned horizontally, to represent 2/3 (shown below in blue): Superimpose the two squares. The product is the area that is double-shaded (shown below in purple):

What is the value of this purple area? There are 3 2, or 6, purple parts out of 8 3, or 24, parts in all, so the value of the purple area is 6/24. This model visually demonstrates the familiar algorithm: To multiply two fractions, multiply the numerators and then multiply the denominators. This algorithm "counts" both the purple parts (the product of the two numerators) and the total number of parts (the product of the two denominators). We can also use this model to "reduce" the fraction. First we swap the positions of some of the purple parts. Two of the purple parts can be moved to the top, and thus, two of the eighths are now shaded. These two eighths are the same area as one quarter:

Multiply and Divide Fractions

Area Model of Multiplication Multiplication of two fractions can be modeled using area. Remind students that one way to understand the product of 3 and 4 is as the area of a rectangle that is 3 units by 4 units.

Similarly, equals the area of a rectangle that is units by units. Draw this rectangle inside a unit square. Since the area of the whole square is 1 and it is made up of 3 4 = 12 equal rectangles, the area of each little rectangle is 4= = . . There are 2 3 shaded rectangles, so the area of the shaded region is 2

In general, a rectangle that is by can be separated into a c non-overlapping rectangles, each with area d. Thus, the area of the rectangle is a d. Multiplication of Fractions The multiplication rule for fractions is quite easy to remember: Multiply numerators and then multiply the denominators. where b 0, d 0 The development of the rule for multiplying and actually requires two steps: multiplying by a and dividing by b. Multiplication by a counting number involves repeated addition. Example:

The general rule is

where d 0.

Division of a fraction by a counting number takes more thought. What is 3? Think of as two unit fractions of . Three does not divide into 2 evenly. However, we can write as 2 3 = fractions of , and 3 divided by 3. So the quotient equals 2 unit fractions of , or . . This is 6 unit

The general rule is b = d where b 0, d 0. Notice that when d = 1, this shows that c b = . Using what has been shown above, = a d can be derived. First divide the fraction by b and then multiply by a. b = d and a d = a d. Division of Fractions The division rule is easy to statemultiply by the reciprocalbut it requires a careful explanation. where b 0, c 0, d 0 The reciprocal of the fraction is the fraction . A number times its reciprocal equals 1.

Multiplication and division are inverse operations, so 6 2 = 3 because 3 2 = 6. Similarly, divided by can be thought of as the number of fractions in (the solution to = m ). By multiplying both sides of this equation by the reciprocal of , the solution is m = . So = . Fractions can also be divided by using a common denominator. How many 6-inch ribbons can be cut from a ribbon that is 15 inches long? The answer can be found by dividing 15 by 6: 15 6 = = = 2 ribbons. This same idea can be used to show the rule for division of fractions. Recall that the numerator of a fraction tells how many parts there are and the denominator tells the size of each part. How many s are there in 1 ? Find 1 . The problem 1 is the same as . Since the denominators are the same, divide the numerators. The answer is 7 2 = = 3 . The quotient of fractions with the same denominator is the quotient of the numerators.

At some point, students will need to begin the transition from a hands-on approach to a more symbolic approach to fractions. Before completely abandoning the use of concrete manipulatives in favor of pure symbolic notation, a transitional step of using drawings of fractions is recommended. In this transitional period, students are required to master three models for drawing fracitons: area, line, and set. Examples:

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